Introduction of an online approach to flexible learning for on-campus and distance education students: lessons learned and ways forward.
While flexible delivery techniques, including online technologies, are becoming widely used to cater for the differing needs of students, they are not always met with enthusiasm, and can cause anxiety in students who are unfamiliar with the online environment. Online delivery of a first year nursing course (for distance learning and face-to-face provision) was introduced to facilitate reliable student-staff and student-student communication and streamline assessment procedures during a period in which class sizes increased (from 500 in 2003 to more than 650 in 2004 and 2005). Results of an evaluation exercise are presented, which aimed to: (1) trial online methods for course delivery and assignment submission; (2) canvass both student and staff responses to these innovations; (3) identify areas requiring change/improvement; and (4) formulate a strategy for improvement and continuing use of the technologies. Results suggested a positive response to the innovations by both staff and students. However, several implementation issues were identified, as were suggestions to overcome these initial hurdles. Iterative re-evaluation and continual development will examine the total benefit of these improvements. Taken together, this process has highlighted the importance of open communication, reducing anxiety and resistance to innovation, formal and informal evaluation processes and continued systems development.
Dorrian
Jillian
J
School of Psychology, University of South Australia, C1-20 Magill Campus, St. Bernards Road, Adelaide, SA 5000, Magill, Australia. jill.dorrian@unisa.edu.au
Wache
Dale
D
D000328:Adult; D003194:Computer-Assisted Instruction / Q000379:methods*; D003258:Consumer Behavior; D020375:Education, Distance / Q000379:methods*; D004506:Education, Nursing; D006801:Humans; D015397:Program Evaluation; D013021:South Australia